Assessing d.learning: Capturing the Journey of Becoming a Design Thinker

Goldman, Sally A.; Carroll, Maureen; Kabayadondo, Zandile; Cavagnaro, Leticia Britos; Royalty, Adam; Roth, Bernard; Kwek, Swee Hong; Kim, Jain

doi:10.1007/978-3-642-31991-4_2

Cited by 42 publications

(26 citation statements)

References 14 publications

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“…In the present study we will refer to design-led pedagogy as a pedagogy that satisfies the definition of project-based learning and that additionally includes a focus on students' developing the process, skills, and mindsets of design thinking (Goldman et al, 2012) to develop complex abductive reasoning, as well as inductive, problem-solving and analytical reasoning capabilities (Dorst, 2011). This means not simply engaging students through project-based activities, but also equipping them with a metacognitive understanding of human-centred, collaborative and experimental design activity "to support personalised, generic 21 st century capabilities and life-long learning" (Wright & Wrigley, 2019, p. 5).…”

Section: Design Thinking As a Framework For Teacher Professional Devementioning

confidence: 99%

“…This initial experiential workshop introduced participants to a scaffolded design thinking process applicable to the classroom, facilitated by the research team using the Cooper Hewitt Smithsonian Design Museum's model of the design process through: (1) defining problems; (2) getting ideas; (3) prototyping and making; and (4) testing and evaluating. It was designed to encourage experiential, collaborative, metacognitive and human-centred mindshifts through use of design thinking tools (Goldman et al, 2012). This involved approaching curriculum design from a student-centred perspective (i.e., as usercentred design) by using personas.…”

Section: Initial Workhopmentioning

confidence: 99%

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Co-design for Curriculum Planning: A Model for Professional Development for High School Teachers

Kelly¹,

Wright²,

Dawes³

et al. 2019

AJTE

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This paper describes a model for teacher professional development as co-design for curriculum planning in which facilitators with design and pedagogical expertise iteratively work with groups of secondary school teachers, one school at a time, to plan whole terms of work, as a form of teacher professional development. It contains preliminary results from a design-based research study involving co-design with digital technologies teachers in two Australian secondary schools. It describes two phases of design involving workshops, strategies and instruments that work to facilitate effective co-design with teachers. Results from this pilot study suggest that the co-design for curriculum planning model leads to high quality teacher professional development for 21st century learning.

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Section: Design Thinking As a Framework For Teacher Professional Devementioning

confidence: 99%

Section: Initial Workhopmentioning

confidence: 99%

Co-design for Curriculum Planning: A Model for Professional Development for High School Teachers

Kelly¹,

Wright²,

Dawes³

et al. 2019

AJTE

View full text Add to dashboard Cite

show abstract

“…Some specific activities such as team tool exploration (e.g. De Bono's Thinking Hats [13]) and cardboard prototyping [14][15] which had worked in 2016-17, were met with a high degree of resistance, and some challenge in recognizing their value for project work. Students also struggled to interpret the assessment rubrics, and the governing document was not a successful at communicating the project requirements, with many more questions and greater uncertainty in where to find information and how to apply it.…”

Section: Helpers and Mentorsmentioning

confidence: 99%

Adapting waterfall design to an eight-month capstone course

Newland¹,

Sadek²,

Smith³

2018

PCEEA

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York University’s multi-disciplinary capstone design class was established “to include significant elements of design and implementation” in such as manner as to “resemble engineering projects in practice.” The class was restructured in summer 2016 to coincide with the introduction of fourth-year cohorts in both the Electrical and Mechanical programs. The changes were designed to more closely emulate an industry-standard approach. Choosing an industrially-accepted design methodology would provide a good framework for the project design and implementation and would be motivational to the students as they transitioned from university to professional life. In parallel, the course directors used a narrative structure, the Hero’s journey, to help students identify their pathways through capstone and to tell their capstone stories after the experience.We adapted the gating reviews for the Waterfall model often used in large government contracts. At the start of the project, students are provided a governing document (similar to a contract). Gate reviews are held at preliminary and critical design stages, test readiness and post-test review and final delivery. Every deliverable requires team reflection, similar to bidder self-evaluations on government contracts. The project concludes with an open house, similar to a product release, for students to present their projects and processes to stakeholders and the general public.This paper presents the results of the first two years of the newly revised capstone, using the Hero’s Journey metaphor and the waterfall model.

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“…As a component of general education therefore, design thinking has the potential to help young people move from being passive to active learners and develop creative and critical thinking skills, resourceful optimism, motivation, morality and citizenship (Design Commission, 2011;Design Council, 2011). In their development of the concept of mindshifts, Goldman et al (2012) observe that design thinking leads to changes and developments in young peoples' resilience, empathy, approaches to problem solving and new challenges, worldviews, and epistemological viewpoints. These design thinking capacities show a natural overlap connecting a transformative learning paradigm with global citizenship education.…”

Section: Design Thinkingmentioning

confidence: 99%

Creating 21st Century Global Citizens. A design-led systems approach to transformative secondary education for sustainability

2017

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In order to minimize the life threatening ecological impacts of human actions there is an urgent need for education to prioritize personal and societal transformation as one of its central purposes. The broad fundamental and systemic changes required are not well understood, nor is there substantial research identifying how secondary schools and teachers can implement new responsive pedagogical frameworks at a grass roots level. This paper presents an emerging research agenda looking at how design-led and whole systems thinking approaches to learning, applied within a holistic ecocentric learning paradigm, can be used to promote transformative learning towards active global citizenship and global sustainability within an Australian independent school context.

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Assessing d.learning: Capturing the Journey of Becoming a Design Thinker

Cited by 42 publications

References 14 publications

Co-design for Curriculum Planning: A Model for Professional Development for High School Teachers

Co-design for Curriculum Planning: A Model for Professional Development for High School Teachers

Adapting waterfall design to an eight-month capstone course

Creating 21st Century Global Citizens. A design-led systems approach to transformative secondary education for sustainability

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